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Zimmermann, B. J., & Risemberg, R. (1997). Self-Regulatory Dimensions of Academic Learning Motivation. In G. D. Phye (Ed.), Handbook of Academic Learning: Construction of Knowledge. San Diego, CA: Academic Press.
http://dx.doi.org/10.1016/b978-012554255-5/50005-3

has been cited by the following article:

• TITLE: The Jigsaw Puzzle of Teaching Writing in English Now Resolved with Self-Regulated Learning

  AUTHORS: Óscar García Gaitero, Óscar Costa Rormán, José Julio Real García

  KEYWORDS: Self-Regulated Learning, Creativity, Outcome, Intervention Programme, Writing Competence

  JOURNAL NAME: Creative Education, Vol.6 No.16, September 16, 2015

  ABSTRACT: Society is experiencing growth and profound changes. Among other aspects, we take into account the rapid development of new technologies, which requires new approaches and methodological principles for handling, processing and information processing. All students have the power and ability to become smart if learners learn and use techniques of self-regulation. Thanks to the self-regulated learning cyclic program, students evaluate themselves and establish objectives, strategies and adjust according to their needs and specific learning context, thus improving their outcomes. This article is a reflection based in a wide bibliographic study attempts to shed light on the importance of self-regulated learning in bilingual contexts.